The battle for the success of Common Core will not be won in the Beltway of D.C. And it will not be won in the Departments of Education in our state capitols. The success of whether or not Common Core reaches the heights of our collective aspirations for education, or turns into an abject failure, will be determined by the collective buy-in by America’s classroom teachers, parents and students.
Success can’t be legislated.
Now, will our nation’s school-y folks collectively buy-in? At first blush – and based upon so much of the pointed feedback I perpetually get whenever I even raise the notion that I like the ELA CC standards which have been created (only the standards, people – it’s all I have yet weighed in on!) – I’d say that Common Core has her work cut out for her.
Perhaps skepticism is always first to rear its head when change such as this is presented. Really, I don’t know. What I do feel I have come to see is that it’s pretty clear there’s a very vocal contingent of people who are slashing at Common Core in a way that has caught me off guard. And without a doubt, these people are raising keen points that have exceptional merit. I don’t agree with all the knocks but some of the knocks are entirely legit. Ultimately, it’s clear that CC has layers which run deep and complexical.
This is why I have decided going to trademark the term “complexical” and all its variants because clearly the CC edu-babble yet to come is going to shift towards this new terminology: “complexically” evaluating text, the “complexical” nature of reaching hard-to-reach students, the “complexicaliciousness” of transitioning teams of educators to CC, folks making Common Core more “complexical” than they need to make it, a complex text that meets an appropriate lexilillic criteria (hey, that could be a new word, too) is thus compLEXical. Do I smell a line of t-shirts in the air?)
Of course, ultimately, changing the standards isn’t really going to do diddly-squat to change bupkas (to use some exactly vocabulary.) The standards are merely a destination on the map. The standards can proclaim all students must become trilingual by 5th grade with one of those languages being of non-Latin descent but just because “they” demand and pass legislation on the issue it does not mean it’s gonna happen.
Buy-in – and the ability to actually meet the demands being asked of schools, teachers, administrators, kids and parents with the resources, abilities and ingrained cultures we have – matters.
Should “we” buy-in? I guess that is the billion-dollar question all of us have a front row seat to watching people try to answer over the course of the next 2 years.
The answers to how this riddle ultimately plays out are indeed complexical.